- What is ESD?
- Review Process
- Take Action
- Professional Development
- A project of
The activities in Five Minute Field Trips are grouped into three sections: Awareness, Understanding and Action. The Awareness section consists of outdoor activities that are sensory and experiential giving kids a chance to reconnect with the earth.
Next the students will be involved in the Understanding activities which are exploratory and inquiry-based. For example, they will investigate a tree and all of its parts, examine and record insects that live in a shrub; or locate and make a temporary habitat for insects living near a pond. Most of the activities take place outdoors and are structured by categories of time, materials, instructions, discussion and variations.
After completing the above mentioned activities students will be ready to engage in an action project. They will acquire citizenship skills guiding them to shaping a more ecologically sound, sustainable community.
Students will be evaluated through two activities at the end of the unit as well as ongoing evaluation in the activities. A list of resources is provided at the end of the unit. The resources are Alberta based, however the field trips could take place in any province.
The resource explicitly teaches several things through the many activities in the suggested field trips.
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
|Bias Minimization: Presents as many different points of view as necessary to fairly address the issue(s).|
|Multiple Dimensions of Problems & Solutions||Good|
|Multiple Dimensions of Problems & Solutions: |
The resource effectively addresses multiple dimensions of problems and solutions. These should include the environmental, economic and social dimensions of the issue(s) being explored.
|Respects Complexity: The complexity of problems is respected. A systems-thinking approach is encouraged.|
|Action Experience: Provides opportunities for authentic action experiences in which students can work to make positive change in their communities.
|Action Skills: Explicitly teaches the skills needed for students to take effective action (e.g. letter-writing, consensus-building, etc.).|
|Empathy & Respect for Humans||Good|
|Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).|
|Personal Affinity with Earth||Good|
|Personal Affinity with Earth: Actively encourages a personal affinity with non-humans and with Earth. For example, this may involve practical and respectful experiences out-of-doors.|
|Locally-Focused: Encourages learning that is locally-focused/made concrete in some way and is relevant to the lives of the learners.|
|Past, Present & Future||Good|
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
|Interdisciplinary and Multidisciplinary Learning||Good|
|Interdisciplinary and Multidisciplinary Learning: Multidisciplinary= addresses a number of different subjects Interdisciplinary= integrated approach that blurs subject lines Good: The resource provides opportunities for learning in a number of traditional 'subject' areas (eg. Language Arts, Science, Math, Art, etc.). Very Good: The resource takes an integrated approach to teaching that blurs the lines between subject boundaries.|
|Discovery Learning: |
Learning activities are constructed so that students discover and build knowledge for themselves and develop largely on their own an understanding of concepts, principles and relationships. They often do this by wrestling with questions, and/or solving problems by exploring their environment, and/or physically manipulating objects and/or performing experiments.
|Values Clarification: Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Differentiated Instruction: Activities address a range of learning styles/different intelligences. They teach to both cognitive and affective domains. Accommodations are suggested for people with learning difficulties.|
|Experiential Learning: Direct, authentic experiences are used.
|Cooperative Learning: Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Good|
|Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.|
|Peer Teaching: Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
|Case Studies: Relevant case studies are used. Case studies are thorough descriptions of real events in real situations that can be used to examine concepts in an authentic context.|
|Locus of Control||Good|
|Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.|